Experimental Quantum Imaging exploiting multi-mode spatial correlation of twin beams

Properties of quantum states have disclosed new and revolutionary technologies, ranging from quantum information to quantum imaging. This last field is addressed to overcome limits of classical imaging by exploiting specific properties of quantum states of light. One of the most interesting proposed scheme exploits spatial quantum correlations between twin beams for realizing sub-shot-noise imaging of the weak absorbing objects, leading ideally to a noise-free imaging. Here we discuss in detail the experimental realization of this scheme, showing its capability to reach a larger signal to noise ratio with respect to classical imaging methods and, therefore, its interest for future practical applications

Lecturer conceptions of and approaches to decolonisation of curricula

This report forms part of a larger project that investigated lecturer and student conceptions of decolonisation and decolonisation of curricula at subject level in a South African higher education institution. The study adopted an interpretive paradigm and an on-line questionnaire was administered to all the lecturers in a Faculty of Education in the Western Cape. A de-colonial perspective was used as a lens to interpret the data. In general, participants viewed decolonisation as a worthwhile project that can contribute to the development of a socially-just post-colonial and post-apartheid society. Consistent with the fact that knowledge is created differently in different subjects, the findings revealed varied conceptions of and approaches to the decolonisation of curricula among academics. The study concludes that decolonisation is a complex and multi-layered concept. However. if there are shared understandings of what decolonisation of curricula entails in the different disciplines, and consultative, participatory multi-disciplinary/trans-disciplinary approaches to decolonisation are adopted, significant progress will be made in achieving the goal of decolonising university curricula

Constrained MaxLik reconstruction of multimode photon distributions

We address the reconstruction of the full photon distribution of multimode fields generated by seeded parametric down-conversion (PDC). Our scheme is based on on/off avalanche photodetection assisted by maximum-likelihood (MaxLik) estimation and does not involve photon counting. We present a novel constrained MaxLik method that incorporates the request of finite energy to improve the rate of convergence and, in turn, the overall accuracy of the reconstruction

Five Grade 7 learners\u27 understanding of comprehension skills at a quintile 5 school in South Africa

Background: Research into language and reading scores show that South African learners struggle to read for meaning. Many local researchers report on the inadequate teaching training programmes. Teachers cannot teach basic comprehenion skills. Objectives: This research identifies a gap in the research and records an intervention programme designed to engage learners and develop their higher-order comprehension abilities. This research analyses responses from five learners who engaged in a variety of literacy activities to extend their zones of literacy abilities to become independent critical thinkers. Method: An interpretivist paradigm, within a qualitative approach, using a case study design was devised and implemented. Five struggling Grade 7 learners were purposively selected to participate in a 10-week intervention programme. Data were collected using pre-tests and post-tests and the learners\u27 own exercise books to assess their academic performance in written comprehensions, their daily comments on their motivation charts, information from two interviews and the researchers\u27 participant observation scheduled notes. Results: During the time of the intervention, all five Grade 7 learners gradually learned and began to use higher-order thinking skills. Conclusion: This small research project indicates that when a teacher explicitly planned and used a variety of literacy strategies to teach comprehension skills, not only did the learners enjoy the respectful discussions but this experience developed them into independent higher-order thinkers

Editorial

Editoriale del numero monografico \uabThe Material Turn in the History of Education (2000-2020)\ubb, curato da Vera Lucia Gaspar da Silva, Juri Meda e Gizele de Souza. Negli ultimi venti anni la \uabcultura materiale della scuola\ubb \ue8 emersa come un filone di ricerca innovativo all'interno degli studi di storia dell'educazione, anche se con alcune specificit\ue0 legate alla tradizione storiografica dei vari paesi. Il numero monografico fornisce una prima ricostruzione storiografica delle varie fasi di sviluppo di questo filone di ricerca in alcuni dei paesi nei quali ha avuto maggior successo (Regno Unito, Spagna, Francia, Grecia, Brasile e Italia). Gli articoli consistono in una panoramica dei pi\uf9 importanti lavori (libri, numeri monografici e articoli) pubblicati nel campo della cultura materiale della scuola in una determinata area geografica negli ultimi venti anni (2000-2020).Editorial of the special issue \uabThe Material Turn in the History of Education (2000-2020)\ubb, edited by Vera Lucia Gaspar da Silva, Juri Meda and Gizele de Souza. Over the last twenty years the \uabmaterial culture of education\ubb emerged as an innovative trend in the historical studies in education, although with some specificities according to the historiographical tradition of the receiving countries. This special issue provides a first historiographical survey of the main stages of development of this line of research in some of the countries where it had been most successful (UK, Spain, France, Greece, Brazil and Italy). The articles consist in a mapping or overview about the most important studies and seminal works (books, special issues and articles) produced in the field of the material culture of education in one or more countries in the last twenty years (2000-2020)

Análise in silico de genes envolvidos no transporte de nitrato, amônio e uréia em cafeeiro.

O nitrogênio (N) é o nutriente mais requerido pelo cafeeiro, sendo adquirido principalmente pelas raízes. As formas de N mais abundantes em solos agrícolas são nitrato (NO3-) e amônio (NH4+), enquanto que a uréia [CO(NH)2 O nitrato (NO] é a principal forma de N utilizada na adubação do cafeeiro. Devido a participação significativa da adubação nitrogenada nos custos de produção do café, é de interesse a identificação de genes envolvidos na absorção radicular e translocação de nitrogênio no cafeeiro, visando uma otimização da eficiência do uso do nitrogênio pela cultura. Neste trabalho foram encontradas etiquetas de sequências expressas (ESTs) no banco de dados do Projeto Genoma Café relacionadas ao transporte das formas mais relevantes na aquisição do N. O número de contigs/singlets para as diferentes famílias de transportadores decresceu na ordem: nitrato (NRT) > amônio (AMT) > uréia (DUR3). A maior expressão e diversidade de transportadores de nitrato refletem a importância desta forma de N na nutrição e fisiologia do cafeeiro, assim como na maioria das outras espécies de plantas

O Museu Nacional da Escola de Floren\ue7a (1929-1941)

Cette contribution vise \ue0 reconstruire l\u2019histoire du premier v\ue9ritable mus\ue9e de l\u2019\ue9cole italienne, le Museo Nazionale di Firenze (Mus\ue9e National de Florence), fond\ue9 en 1937 par Giovanni Cal\uf2 dans le b\ue2timent abritant la Facult\ue9 des sciences politiques et sociales, \ue0 via Laura, et en 1941 a \ue9t\ue9 transf\ue9r\ue9 au prestigieux Palais Gerini, si\ue8ge du Centre national de la didactique. Le mus\ue9e avait une cr\ue9ation troubl\ue9e. En fait, son premier noyau a \ue9t\ue9 constitu\ue9 par le Museo Didattico Nazionale (Mus\ue9e National de la Didactique), fond\ue9 par Cal\uf2 en 1929, dans le but de rassembler du mat\ue9riel re\ue7u d'\ue9coles et d'\ue9tablissements d'enseignement de tout le pays et expos\ue9 de mars \ue0 avril. 1925, dans les pavillons de la grande exposition nationale de didactique de Florence. La gen\ue8se de ce mus\ue9e est int\ue9ressante car il s\u2019inspirait initialement du mod\ue8le du mus\ue9e p\ue9dagogique de la fin du XIXe si\ue8cle, caract\ue9ris\ue9 comme un lieu de collecte de mat\ue9riel didactique produit dans les \ue9coles de tous les niveaux et un laboratoire de formation et de perfectionnement des enseignants. et plus tard, il est devenu un mus\ue9e d'\ue9cole. Son but \ue9tait de raconter l'histoire de l'\ue9cole et des \ue9tablissements d'enseignement, des temps anciens aux temps contemporains. Ils contenaient un centre de documentation attach\ue9 et une biblioth\ue8que sp\ue9cialis\ue9e, qui h\ue9ritent et am\ue9liorent les fonctions de formation et de mise \ue0 jour des enseignants